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Scien
ce Lab Skills
®
© 2000 – 2008 Pearson Education, Inc. All Rights Reserved.
© 2000 - 2004 Pearson Education, Inc. All Rights Reserved www.TeacherVision.com Page 1
Contents
Following Directions ............................................................................................................2 Defining Elements of a Scientific Method............................................................................3 Analyzing Elements of a Scientific Method .........................................................................4 Performing an Experiment...................................................................................................5 Identifying Errors .................................................................................................................6 Following Directions Answer Key........................................................................................7 Defining Elements of a Scientific Method Answer Key .......................................................8 Analyzing Elements of a Scientific Method Answer Key.....................................................9 Performing an Experiment Answer Key ............................................................................10 Identifying Errors Answer Key ...........................................................................................11
From Prentice Hall Science Explorer Resource Pro CD-ROM © 2000 by Pearson Education,
Inc., publishing as Pearson Prentice Hall. Used by permission.
Name ____________________________________ Date __________ Class ___________________
Following Directions
1. Read all of the following directions before you do anything.
2. Print your name, last name first, then your first name and middle initial (ifyou have one), at the top of this page.
3. Draw a line through the word “all” in direction 1.
4. Underline the word “directions” in direction 1.
5. In direction 2, circle the words “your first name.”
6. In direction 3, place an “X” in front of the word “through.”
7. Cross out the numbers of the even-numbered directions above.
8. In direction 7, cross out the word “above” and write the word “below”above it.
9. Write “Following directions is easy” under your name at the top of this page.
10. In direction 9, add the following sentence after the word “page”: “That’s whatyou think!”
11. Draw a square in the upper right corner of this page.
12. Draw a triangle in the lower left corner of this page.
13. Place a circle in the center of the square.
14. Place an “X” in the center of the triangle.
15. Now that you have read all the directions as instructed in direction 1, followdirections 2 and 16 only.
16. Please do not give away what this test is about by saying anything or doinganything to alert your classmates. If you have reached this direction, makebelieve you are still writing. See how many of your classmates really knowhow to follow directions.
L A B O R A T O R Y S K I L L S
This skills sheet helps reinforcestudents’ appreciation of the need toread all directions before beginningan investigation. Use this skills sheetbefore your students begin work inthe laboratory.
© 2000 - 2004 Pearson Education, Inc. All Rights Reserved www.TeacherVision.com Page 2
Name ____________________________________ Date __________ Class ___________________
Defining Elements of aScientific MethodLaboratory activities and experiments involve the use of the scientific method.Listed in the left column are the names of parts of this method. The right columncontains definitions. Next to each word in the left column, write the letter of thedefinition that best matches that word.
1. Hypothesis A. Prediction about the outcome of an experiment
2. Manipulated Variable B. What you measure or observe to obtain your results
3. Responding Variable C. Measurements and other observations
4. Controlling Variables D. Statement that sums up what you learn from an experiment
5. Observation E. Factor that is changed in an experiment
6. Data F. What the person performing the activity sees, hears,feels, smells, or tastes
7. Conclusion G. Keeping all variables the same except the manipulated variable
D
C
F
G
B
E
A
L A B O R A T O R Y S K I L L S
© 2000 - 2004 Pearson Education, Inc. All Rights Reserved www.TeacherVision.com Page 3
Name ____________________________________ Date __________ Class ___________________
Analyzing Elements of aScientific MethodRead the following statements and then answer the questions.
1. You and your friend are walking along a beach in Maine on January 15, at 8:00 AM.
2. You notice a thermometer on a nearby building that reads 21°C.
3. You also notice that there is snow on the roof of the building and icicles hanging from the roof.
4. You further notice a pool of sea water in the sand near the ocean.
5. Your friend looks at the icicles and the pool and says, “How come the wateron the roof is frozen and the sea water is not?”
6. You answer, “I think that the salt in the sea water keeps it from freezing at21°C.”
7. You go on to say, “And I think under the same conditions, the same thing willhappen tomorrow.”
8. Your friend asks, “How can you be sure?” You answer, “I’m going to get somefresh water and some salt water and expose them to a temperature of 21°Cand see what happens.”
◆ Questions
A. In which statement is a prediction made?
B. Which statement states a problem?
C. In which statement is an experiment described?
D. Which statement contains a hypothesis?
E. Which statements contain data?
F. Which statements describe observations? 2, 3, 4
1, 2, 3, 4
6
8
5
7
L A B O R A T O R Y S K I L L S
© 2000 - 2004 Pearson Education, Inc. All Rights Reserved www.TeacherVision.com Page 4
Name ____________________________________ Date __________ Class ___________________
Performing an ExperimentRead the following statements and then answer the questions.
1. A scientist wants to find out why sea water freezes at a lower temperature thanfresh water.
2. The scientist goes to the library and reads a number of articles about thephysical properties of solutions.
3. The scientist also reads about the composition of sea water.
4. The scientist travels to a nearby beach and observes the conditions there. Thescientist notes the taste of the sea water and other factors such as waves, wind,air pressure, temperature, and humidity.
5. After considering all this information, the scientist sits at a desk and writes, “Ifsea water has salt in it, it will freeze at a lower temperature than fresh water.”
6. The scientist goes back to the laboratory and does the following:
a. Fills each of two beakers with 1 liter of fresh water.
b. Dissolves 35 grams of table salt in one of the beakers.
c. Places both beakers in a freezer at a temperature of 21°C.
d. Leaves the beakers in the freezer for 24 hours.
7. After 24 hours, the scientist examines both beakers and finds the fresh waterto be frozen. The salt water is still liquid.
8. The scientist writes in a notebook, “It appears that salt water freezes at a lowertemperature than fresh water does.”
9. The scientist continues, “I suggest that the reason sea water freezes at a lowertemperature is that sea water contains dissolved salts, while fresh water does not.”
◆ Questions
A. Which statement(s) contain conclusions?
B. Which statement(s) contains a hypothesis?
C. Which statement(s) contain observations?
D. Which statement(s) describe an experiment?
E. In which statement is the problem described?
F. Which statement(s) contain data?
G. Which is the manipulated variable in the experiment?
H. What is the responding variable in the experiment? the temperature at which water freezes
the amount of salt in water
4, 6 a–d, 7
1
6 a–d
4, 7
5
8, 9
L A B O R A T O R Y S K I L L S
© 2000 - 2004 Pearson Education, Inc. All Rights Reserved www.TeacherVision.com Page 5
Name ____________________________________ Date __________ Class ___________________
Identifying ErrorsRead the following paragraph and then answer the questions.
Andrew arrived at school and went directly to his earth science class. He took offhis cap and coat and sat down at his desk. His teacher gave him a large rock andasked him to find its density. Realizing that the rock was too large to work with,Andrew got a hammer from the supply cabinet and hit the rock several timesuntil he broke off a chip small enough to work with. He partly filled a graduatedcylinder with water and suspended the rock in the water. The water level rose 2 cm. Andrew committed this measurement to memory. He next weighed therock on a balance. The rock weighed 4 oz. Andrew then calculated the density ofthe rock as follows: He divided 2 cm by 4 oz. He then reported to his teacher thatthe density of the rock was .5 cm/oz.
◆ Questions
1. What safety rule(s) did Andrew break?
He didn’t put on his safety goggles. Also, he didn’t obtain permission from his teacher before
obtaining the hammer and breaking the rock.
2. What mistake did Andrew make using measurement units?
He used linear units (centimeters) instead of volumetric units (milliliters).
3. What should Andrew have done with his data rather than commit them tomemory?
He should have kept a written record.
4. What is wrong with the statement “He next weighed the rock on a balance”?
A balance is used to determine mass, not weight.
5. Why is “4 oz” an inappropriate measurement in a science experiment?
Metric units (grams) should be used.
6. What mistake did Andrew make in calculating density?
Density is expressed in mass per unit volume (g/mL), not length per unit weight.
L A B O R A T O R Y S K I L L S
© 2000 - 2004 Pearson Education, Inc. All Rights Reserved www.TeacherVision.com Page 6
Name ____________________________________ Date __________ Class ___________________
Following Directions
1. Read all of the following directions before you do anything.
2. Print your name, last name first, then your first name and middle initial (ifyou have one), at the top of this page.
3. Draw a line through the word “all” in direction 1.
4. Underline the word “directions” in direction 1.
5. In direction 2, circle the words “your first name.”
6. In direction 3, place an “X” in front of the word “through.”
7. Cross out the numbers of the even-numbered directions above.
8. In direction 7, cross out the word “above” and write the word “below”above it.
9. Write “Following directions is easy” under your name at the top of this page.
10. In direction 9, add the following sentence after the word “page”: “That’s whatyou think!”
11. Draw a square in the upper right corner of this page.
12. Draw a triangle in the lower left corner of this page.
13. Place a circle in the center of the square.
14. Place an “X” in the center of the triangle.
15. Now that you have read all the directions as instructed in direction 1, followdirections 2 and 16 only.
16. Please do not give away what this test is about by saying anything or doinganything to alert your classmates. If you have reached this direction, makebelieve you are still writing. See how many of your classmates really knowhow to follow directions.
L A B O R A T O R Y S K I L L S
This skills sheet helps reinforcestudents’ appreciation of the need toread all directions before beginningan investigation. Use this skills sheetbefore your students begin work inthe laboratory.
© 2000 - 2004 Pearson Education, Inc. All Rights Reserved www.TeacherVision.com Page © 2000 - 2004 Pearson Education, Inc. All Rights Reserved www.TeacherVision.com Page 7
Name ____________________________________ Date __________ Class ___________________
Defining Elements of aScientific MethodLaboratory activities and experiments involve the use of the scientific method.Listed in the left column are the names of parts of this method. The right columncontains definitions. Next to each word in the left column, write the letter of thedefinition that best matches that word.
1. Hypothesis A. Prediction about the outcome of an experiment
2. Manipulated Variable B. What you measure or observe to obtain your results
3. Responding Variable C. Measurements and other observations
4. Controlling Variables D. Statement that sums up what you learn from an experiment
5. Observation E. Factor that is changed in an experiment
6. Data F. What the person performing the activity sees, hears,feels, smells, or tastes
7. Conclusion G. Keeping all variables the same except the manipulated variable
D
C
F
G
B
E
A
L A B O R A T O R Y S K I L L S
© 2000 - 2004 Pearson Education, Inc. All Rights Reserved www.TeacherVision.com Page 8
Name ____________________________________ Date __________ Class ___________________
Analyzing Elements of aScientific MethodRead the following statements and then answer the questions.
1. You and your friend are walking along a beach in Maine on January 15, at 8:00 AM.
2. You notice a thermometer on a nearby building that reads 21°C.
3. You also notice that there is snow on the roof of the building and icicles hanging from the roof.
4. You further notice a pool of sea water in the sand near the ocean.
5. Your friend looks at the icicles and the pool and says, “How come the wateron the roof is frozen and the sea water is not?”
6. You answer, “I think that the salt in the sea water keeps it from freezing at21°C.”
7. You go on to say, “And I think under the same conditions, the same thing willhappen tomorrow.”
8. Your friend asks, “How can you be sure?” You answer, “I’m going to get somefresh water and some salt water and expose them to a temperature of 21°Cand see what happens.”
◆ Questions
A. In which statement is a prediction made?
B. Which statement states a problem?
C. In which statement is an experiment described?
D. Which statement contains a hypothesis?
E. Which statements contain data?
F. Which statements describe observations? 2, 3, 4
1, 2, 3, 4
6
8
5
7
L A B O R A T O R Y S K I L L S
© 2000 - 2004 Pearson Education, Inc. All Rights Reserved www.TeacherVision.com Page 9
Name ____________________________________ Date __________ Class ___________________
Performing an ExperimentRead the following statements and then answer the questions.
1. A scientist wants to find out why sea water freezes at a lower temperature thanfresh water.
2. The scientist goes to the library and reads a number of articles about thephysical properties of solutions.
3. The scientist also reads about the composition of sea water.
4. The scientist travels to a nearby beach and observes the conditions there. Thescientist notes the taste of the sea water and other factors such as waves, wind,air pressure, temperature, and humidity.
5. After considering all this information, the scientist sits at a desk and writes, “Ifsea water has salt in it, it will freeze at a lower temperature than fresh water.”
6. The scientist goes back to the laboratory and does the following:
a. Fills each of two beakers with 1 liter of fresh water.
b. Dissolves 35 grams of table salt in one of the beakers.
c. Places both beakers in a freezer at a temperature of 21°C.
d. Leaves the beakers in the freezer for 24 hours.
7. After 24 hours, the scientist examines both beakers and finds the fresh waterto be frozen. The salt water is still liquid.
8. The scientist writes in a notebook, “It appears that salt water freezes at a lowertemperature than fresh water does.”
9. The scientist continues, “I suggest that the reason sea water freezes at a lowertemperature is that sea water contains dissolved salts, while fresh water does not.”
◆ Questions
A. Which statement(s) contain conclusions?
B. Which statement(s) contains a hypothesis?
C. Which statement(s) contain observations?
D. Which statement(s) describe an experiment?
E. In which statement is the problem described?
F. Which statement(s) contain data?
G. Which is the manipulated variable in the experiment?
H. What is the responding variable in the experiment? the temperature at which water freezes
the amount of salt in water
4, 6 a–d, 7
1
6 a–d
4, 7
5
8, 9
L A B O R A T O R Y S K I L L S
© 2000 - 2004 Pearson Education, Inc. All Rights Reserved www.TeacherVision.com Page 10
Name ____________________________________ Date __________ Class ___________________
Identifying ErrorsRead the following paragraph and then answer the questions.
Andrew arrived at school and went directly to his earth science class. He took offhis cap and coat and sat down at his desk. His teacher gave him a large rock andasked him to find its density. Realizing that the rock was too large to work with,Andrew got a hammer from the supply cabinet and hit the rock several timesuntil he broke off a chip small enough to work with. He partly filled a graduatedcylinder with water and suspended the rock in the water. The water level rose 2 cm. Andrew committed this measurement to memory. He next weighed therock on a balance. The rock weighed 4 oz. Andrew then calculated the density ofthe rock as follows: He divided 2 cm by 4 oz. He then reported to his teacher thatthe density of the rock was .5 cm/oz.
◆ Questions
1. What safety rule(s) did Andrew break?
He didn’t put on his safety goggles. Also, he didn’t obtain permission from his teacher before
obtaining the hammer and breaking the rock.
2. What mistake did Andrew make using measurement units?
He used linear units (centimeters) instead of volumetric units (milliliters).
3. What should Andrew have done with his data rather than commit them tomemory?
He should have kept a written record.
4. What is wrong with the statement “He next weighed the rock on a balance”?
A balance is used to determine mass, not weight.
5. Why is “4 oz” an inappropriate measurement in a science experiment?
Metric units (grams) should be used.
6. What mistake did Andrew make in calculating density?
Density is expressed in mass per unit volume (g/mL), not length per unit weight.
L A B O R A T O R Y S K I L L S
© 2000 - 2004 Pearson Education, Inc. All Rights Reserved www.TeacherVision.com Page 11
